A small study of undergraduates found that women were more socially motivated in their approach to academics. They preferred working with peers and looked for social recognition.
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Chang, Weining, "Learning Goals and Styles by Gender -- A Study of NUS Students," Centre for Development of Teaching and Learning, Vol. 7, No.1, January 2004. |
This case study from the National Center for Women & Information Technology (NCWIT) explains how instructors can implement pair programming in their computing courses, and shares how the University of California Santa Cruz used pair programming assignments to increase the retention of both female and male students.
Read the full case study on the NCWIT website.
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Source: |
Barker, L., & Cohoon, J. M. (2007). How Do You Retain Women through Collaborative Learning? Pair Programming (Case Study 1). Retrieved from The National Center for Women & Information Technology (NCWIT) website: www.ncwit.org/pairpractice |
CAEE conducted multi-year studies with over 5,400 students at more than 20 universities, and made sure to oversample for gender and race in order to identify ways to increase diversity in engineering. Section 2.9 of this report focuses on “Summarizing Results about Diversity” and shows how female engineering students tend to approach design differently from male students and report less confidence and course preparation to do design. According to this study, mentors were also more likely to influence female students to study engineering than male students.
Download a PDF of the full report from CAEE.
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Source: |
Atman, C. J., Sheppard, S. D., Turns, J., Adams, R. S., Fleming, L. N., Reed, S., Streveler, R. A., Smith, K. A., Miller, R. L., Leifer, L. J., Yasuhara, K., Lund, D. (2010). Enabling Engineering Student Success: The Final Report for the Center for the Advancement of Engineering Education. San Rafael, CA: Morgan & Claypool Publishers. Retrieved from http://www.engr.washington.edu/caee/CAEE%20final%20report%2020101102.pdf |
